Recognizing diversity in Czech classrooms: Teachers' perceptions and (un)certainty
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10506406" target="_blank" >RIV/00216208:11410/25:10506406 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11240/25:10506406
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=5BcRDjN-Da" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=5BcRDjN-Da</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.2478/mgr-2025-0021" target="_blank" >10.2478/mgr-2025-0021</a>
Alternative languages
Result language
angličtina
Original language name
Recognizing diversity in Czech classrooms: Teachers' perceptions and (un)certainty
Original language description
This study examines Czech elementary and secondary school teachers' perceptions of classroom diversity, focusing on visible and concealable student differences, including those related to sexual orientation and gender identity (LGBT+). Based on survey data from 701 class teachers across diverse regions, we explore how urbanicity, measured by municipality size, is associated with educators' recognition of and (un)certainty about various identities. Teachers in larger municipalities, particularly Prague, reported greater perceived diversity and lower uncertainty in recognizing LGBT+ students, partially supporting the cosmopolitan thesis, which associates exposure to difference with increased openness. However, we distinguish cosmopolitanism as a cultural disposition from urbanicity as a demographic indicator, emphasizing that they should not be conflated. Unexpectedly, institutional support for managing diversity in the classroom did not vary systematically with municipality size, suggesting that local leadership and training are more influential than demographic context. While urban teachers tended to view diversity more positively, those in smaller municipalities expressed greater uncertainty, especially regarding less recognizable identities, such as sexual orientation, gender diversity, and religion. These findings highlight the roles of concealability, stigma, and cultural norms in shaping recognition of diversity. We argue that inclusive education requires not only policy change but also cultural and institutional transformation.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50701 - Cultural and economic geography
Result continuities
Project
<a href="/en/project/GA23-07934S" target="_blank" >GA23-07934S: LGBT+ identity as developmental challenge in school environment: individual, group and institutional perspective</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Moravian Geographical Reports
ISSN
1210-8812
e-ISSN
2199-6202
Volume of the periodical
33
Issue of the periodical within the volume
4
Country of publishing house
CZ - CZECH REPUBLIC
Number of pages
15
Pages from-to
264-278
UT code for WoS article
001657022000004
EID of the result in the Scopus database
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